[[alternative]]Exploring Factors of Participating Vocational Training and Raising Intention

[[abstract]] 國內外產業發展與求才之需求不斷更新，專業技術、服務業與資訊業求才若渴，職業訓練的腳步也要跟得上時代潮流演進。職訓建立了各類別之人才規格，勞動朋友能透過各項職業的訓練精進技術、發展職能，幫助失業者重回職場，協助在職者培訓第二專長。人力資源是經濟發展過程中不可或缺的原動力，其中傳統技術與工藝的傳承需要經過時間的淬煉與人文的洗禮，隨著觀光與休閒人潮帶動地方產業的文化價值與經濟價值，原住民擁有豐富的傳統文化，以在地的獨特性與原創性可以形成競爭力的重要元素。本研究透過訪談探討影響職業訓練參與意願的因素以及如何提升學員的參訓意願，就「背景因素」、「學習動機」、「學習成效」與「激勵因素」等四個構面、十三題半結構式問題進行訪談。 本研究訪談對象包含職業訓練主辦單位的職員與實際參與職業訓練的學員，走訪阿里山各部落，透過訪談、紀錄、整理與分析，探討背景、動機、學習成效與激勵作用於職業訓練在偏鄉的耕耘成果。研究結果發現：多數的人參與意願主要影響因素為家人或朋友的介紹、開辦地點的距離、職訓內容是否符合興趣及是否有機會可以自己創業。在激勵因素層面上，學員不只是因為可以請領津貼而參加職訓，更是期望受訓之後應用所學參與社區總體營造，結合優勢的天然環境，建構優質家園，帶動觀光休閒產業，為家鄉整體經濟發展盡一己之力。關於提升學員的參訓意願，建議以下四項參考要點：（1）開課前應調查意願，並考量當地需求。（2）開設進階班。（3）選擇開班的地點。（4）結合當地的商家，找尋在地就業的機會。建議未來研究針對經濟因素與背景因素進行調查，並結合社區發展協會，考量整體社區營造，印證職業訓練深耕偏鄉涵蓋的正面意義。[[abstract]] As domestic and international industries are constantly evolving, the demand for talent is constantly changing. And the professional technology, service and information industries are thirsty for talents. Therefore, the vocational training must keep up with the evolution of the trend of the times as well. Vocational training has established a variety of talent specifications, so that workers can refine their skills and develop their functions through training in various occupations, help the unemployed to return to the workplace, and assist the employed in training their second expertise. Human resources are an indispensable driving force in the process of economic development, and the inheritance of traditional skills and crafts has to be tempered by time and humanity. As the tourist and leisure crowds increase the cultural and economic value of local industries, the aborigines, with rich traditional, local uniqueness and originality culture, can perform an important element of competitiveness to the industries. This study explores the factors that influence the willingness to participate in vocational training and the ways to enhance the willingness by conducting a 13 semi-structured questions interview with four dimensions: “background factors”, “motivation to learn”, “learning effectiveness”, and “motivational factors”. The interviewees of this study included the staff of the vocational training organization and the students who actually participated in the vocational training. We visited various tribes in Alishan, and through interviews, records, collation and analysis to explore the background, motivation, learning effectiveness and how motivational factors influenced vocational training in remote villages. The results of the study found that most people's willingness to participate is mainly influenced by the introduction of family or friends, the distance from the location of the establishment, whether the vocational training content met their interests, and whether they had the opportunity to start their own business. In terms of motivating factors, trainees not only participate in vocational training because they could receive subsidies, but also expected to explicit what they had learned back into the overall construction of the community. Combine the advantages of the natural environment, build a high-quality home, promote the tourism and leisure industry, and contribute to the overall development of the hometown. Therefore, to enhance the willingness of trainees to participate in the training, this study concluded the following 4 suggestions: (1) Take willingness of trainees and local needs into account when planning the courses. (2) Offer advanced courses. (3) Choose the proper location. (4) Collaborate with local businesses, to find local employment opportunities. It is suggested that future research should focus on economic and contextual factors and consider the overall construction of community in collaborate with community development associations to confirm the positive meaning of vocational training in the rural areas